Teaching Lab All Partners Report
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 529 educators who completed the diagnostic survey, 142 educators who completed the follow-up survey, and 34 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
1
| Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores on Equitable Mindsets & Beliefs | ||||
| Overall score | 68% | 70% | 2 | 73% |
| Recognition of race & culture | 33% | 35% | 2 | 39% |
| Holding growth mindsets | 53% | 60% | 6 | 69% |
| Having high expectations and beliefs | 95% | 92% | -3 | 89% |
| Taking accountability for equitable instruction | 92% | 93% | 1 | 90% |
| n = 529 | n = 142 | n = 34 | ||
The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
2
| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 66% | 66% | 1 | 68% |
| Trust in fellow teachers | 83% | 78% | -5 | 71% |
| Connectedness to fellow teachers | 76% | 75% | -1 | 84% |
| Have influence over professional learning | 36% | 37% | 1 | 48% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 67% | 75% | 8 | 68% |
| n = 424 | n = 137 | n = 29 | ||
The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 59% | 64% | 6 | 22% |
| ELA instructional shifts | 51% | 58% | 7 | 21% |
| Fluency | 52% | 54% | 1 | 15% |
| Text complexity | 58% | 72% | 14 | 25% |
| Close reading | 67% | 69% | 3 | 23% |
| Building knowledge | 53% | 59% | 7 | 21% |
| Supporting students with unfinished learning | 67% | 71% | 4 | 25% |
| n = 394 | n = 91 | n = 10 | ||
The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 60% | 67% | 7 | 46% |
| Math instructional shifts | 53% | 57% | 5 | 41% |
| Equitable Math Instruction | 72% | 81% | 9 | 53% |
| Supporting students with unfinished learning | 64% | 75% | 11 | 52% |
| Effective Teaching Practices | 55% | 60% | 5 | 40% |
| n = 125 | n = 69 | n = 24 | ||
The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Observations by Administrators
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… Overall score | 91% | 83% | -7 | 3% |
| Whether the lesson is focused on a high-quality text or task | 89% | 83% | -6 | 3% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 89% | 79% | -10 | 3% |
| Whether all students have opportunities to engage in the work of the lesson | 94% | 88% | -6 | 3% |
| n = 105 | n = 24 | n = 5 | ||
The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers1 | Non-TL Teachers1 | |
| The lesson is focused on a high-quality text or task | 88% | 42% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 67% | 17% |
| All students have opportunities to engage in the work of the lesson | 67% | 29% |
|
1
n = 24
|
||
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity1 | |
|---|---|
| Improved my own instructional practice | 33% |
| Led PLC meetings for teachers | 17% |
| Coached teachers | 50% |
| Shared information or resources with teachers | 50% |
|
1
n = 12
|
|
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.
Section 7: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
[1] "time" "lesson" "activity"| Quotes from "What could have improved your experience?" |
|---|
"I think this course should be offered as a training to learn |
"Going into the program a bit deeper by exploring the |
"Once completing an activity - even opening a document - the |
"A little more time for the asynchronous work. I felt very |
"having the physical guides with me. navigating the guides |
"3:30 start time. Bus duty and announcements always interfere |
"The one thing I would have liked to see is more time in |
"I would have liked to have seen what a lesson would/should |
"Doing this with the members of my department. That's nothing |
Additional Comments
[1] "curriculum" "feel" "class" | Quotes from "Do you have additional comments?" |
|---|
"In general, I don't think I fully understood the inquiry |
"I would have rather had the course meeting times spread |
class='gt_from_md'> "Ryan was an incredible leader that made everyone feel |
"Just that it was extremely thorough covering as much |
"Both of the facilitators were very kind and welcoming. I |
class='gt_from_md'> "I wish the District could also offer us an advance training |
"Justin did an incredible job making people feel included |
"I really feel more confident in my abilities teaching Eureka |
class='gt_from_md'> "I enjoyed the boot camp and have gained a deeper |
"Excellent course! Before taking this course I was very |
info@teachinglab.org
Comments on what Went Well
"All participants were actively engaged, collaborating, and
sharing ideas throughout the course, which contributed to
building a strong sense of community."
"The assignments were effective and helpful to clarify my
understanding of the modules."
"Learned about additional guidebook supports that are
available to teachers that I was not aware of."
"The Synchronous work together gave us time to share ideas
and learn from one another"
"I think the modules went very well. The class break outs
were useful to get others ideas, however other teachers
didn't seem as prepared as others which made things
difficult."
"The breakout groups that I was involved in helped me have a
better understanding with what I will be doing."
"We were all able to engage in conversations about EL and
problem solve, especially in grade level breakout rooms."
"conversation surrounding best practices and ways to address
challenges in the classroom"
"This course was very enlightening in going through the
various microphones and how to plan activities for each
group. This course helped me to understand how to score the
assessments and use that score to identify the students'
current microphase."
"The facilitators set the sessions up like classes. We
were given information as a whole, discussed things as a
whole, had break out sessions for deeper understanding,
then reflected upon what we learned in the sessions. Each
person learned different things and many times we agreed
with our colleagues on their ideas or things learned in the
sessions. The set-up created a remote learning environment
for teachers."